JOB-READY DAY ONE LESSON PLAN

Transcription

1 JOB-READY DAY ONE LESSON PLAN High School Introduction (if applicable): 1 minute Let students know who you are and why you are there. Be sure to introduce all presenters. Fill in the blanks with your name and name of your chapter. Adjust the introduction to fit the audience and situation. Hello. I am and I am a member of the SkillsUSA chapter. SkillsUSA helps students become world-class workers, leaders and responsible American citizens. Participation in SkillsUSA activities and completion of career and technical education classes prepares us for the future. Today, we will take a look at how SkillsUSA makes us job-ready on Day One and prepares us for success. Supplies needed: Writing surface SkillsUSA Framework handout, one per student Writing utensil, one per student SkillsUSA Framework cards, one set per group of three students Computer or ipad with internet (one per student) Anticipatory Set: 3 minutes Have each student visualize his or her first day of work. Close your eyes. Imagine your first day of work at your dream job. (Pause) Think about your work environment, how you feel, what you say, how you look and how you act. (Pause) Think about how other staff and co-workers communicate and interact with you on this first day of your new job. (Pause) Open your eyes. Have students share descriptive words and phrases that describe their vision for the first day. Capture these on the writing surface. Facilitate a discussion by asking questions including: u What career did you envision? u How does your vision for first day of work vary from those with different careers? u What can you do now to prepare for your dream career? Today we will explore the SkillsUSA Framework, which is unique to our organization. The framework illustrates how students fulfill the mission of our organization, which is to empower members to become world-class workers, leaders and responsible American citizens. SkillsUSA can prepare you for success and give you the skills needed to be job-ready on Day One. Activity 1 SkillsUSA Framework: 16 minutes Give each student one copy of the framework handout. The three components of the SkillsUSA Framework are: personal skills, workplace skills and technical skills grounded in academics. Personal skills include values, personality traits and personal characteristics for success in life. Workplace skills are attitudes and abilities for success in the workplace. Finally, technical skills include knowledge and competencies for success on the job. Each component contains five or six essential elements, which are specific skills or traits. These elements are further defined with behaviors that demonstrate and display these skills SkillsUSA High School Membership Kit

2 Divide students into groups of three. We will now brainstorm examples of when you demonstrated these skills of the essential elements. Your examples may come from the workplace, school or home. Each group will receive one set of cards listing all essential elements and behaviors for the framework. Your group will read through the six personal skills component cards. After reading the cards out loud, each person should select one essential skill that you have demonstrated. List the skill on your handout. Then, describe a specific time you demonstrated the skill. When everyone is ready, repeat for both workplace and technical skills. What questions do you have? (Pause) We have 10 minutes. Monitor the groups. After 10 minutes, bring the class back together. With your group, share your responses. Start with the personal skills component and continue with workplace and technical skills. You have five minutes to share. Questions? (Pause) Share! Monitor the groups. Collect all card sets to use later in the session. Bring all students back together after four minutes. The SkillsUSA Framework delivers a skill set demanded by business and industry but lacking in many of today s employees. These skills of the framework are obtained through SkillsUSA programming, CTE classes and industry partnerships. Demonstrating the framework skills will prepare you for success in whatever career you choose and help you be job-ready on Day One. Activity 2 Write a Résumé: 25 minutes Post the Career Transitions web address ( on the writing surface, along with the activity headings: Write a Résumé and Résumé Examples. When applying for leadership positions, scholarships, postsecondary education, internships or jobs, you will be expected to submit a résumé. Your résumé should positively and accurately represent your experiences, knowledge and qualifications. Let s look at a few examples before we begin on your own. Click on Write a Résumé, then Résumé Examples. Individually, select a career area that interests you, then view résumés in that category. You have three minutes to check out the samples then we will share about what you see. What questions do you have? (Pause) Begin! Monitor students. After three minutes, bring students back together. Facilitate a discussion by asking questions including: u What did you notice about the résumés you viewed? u What types of activities and experiences were included? u What awards and special honors were listed? u What essential elements and behaviors were used to describe duties and responsibilities? Each student will then create his or her own résumé. Be sure students login or create an account to save the information. It s time to create your own résumé. The SkillsUSA Framework provides language to effectively communicate your skills and qualifications. When possible, use the essential elements and behaviors to describe your duties and accomplishments. As you work, you can refer to the sample résumés for ideas. The help button provides additional information about what should be included in each section of the résumé. What questions do you have? (Pause) You will have 10 minutes to work. Monitor students. After 10 minutes, bring students back together. Students will not be finished, but should have a good start. Pair up students. With a partner, share your work. Discuss what you will add and what changes could be made to enhance your résumé and better prepare you for success. You will have four minutes to share and discuss. Questions? (Pause) Share! Questions? Call the SkillsUSA Membership Toll-Free Hotline:

3 Monitor students as they work. After four minutes, facilitate a class discussion by asking: u What essential elements and behaviors did you include? u What experiences did you list? u What do employers look for when reviewing résumés? u How can you improve your résumé? u How does involvement in SkillsUSA prepare you for success? Every activity and program within SkillsUSA is developed to support the three distinct components of the framework. By basing our organization on this framework, our members gain these essential skills by successfully taking part in SkillsUSA programs and activities. Review: 5 minutes Today we learned about the SkillsUSA Framework and how we can successfully demonstrate our skills. We also created a draft résumé that shows we are prepared for success and will be job-ready on Day One. Let s review some of the skills we discussed today. Divide students into groups of three. Give each group one set of framework cards. Have one group demonstrate the instructions as you give them. We will play the pyramid game. One person is seated in a chair. This person is the guesser. Another person stands behind the guesser and hold the cards. This person is the cardholder. A third person stands and faces the guesser and cardholder. This person is the clue giver. He or she will silently read the essential element written at the top of the card and then provide examples of how he or she has demonstrated or could demonstrate the skill. You may not read the exact behaviors, but it is OK if you use some of the words in your real-life examples. The guesser will have one minute to correctly guess as many cards as possible. What questions do you have? (Pause) After the first round, we will switch roles. Review! Monitor student work. Stop the game after one minute and have students switch roles. Repeat. Switch one final time so students have a chance to play each role. Then bring students back together to wrap up. The framework presents the skills each of us will gain through our participation in SkillsUSA. The framework empowers us to achieve career success by providing skills and experiences. In order to benefit from the framework, you must participate. Take advantage of opportunities and experiences, which will not only prepare you for the future, but also allow you to have fun with your classmates and peers. Enjoy every day of your SkillsUSA membership. Extended Learning Opportunities Have students rate themselves individually on a scale of 1-10 for each essential element. Each student should identify his or her weakest area. Then have students group up based on these areas to brainstorm steps and methods to improve the skill. Students should complete the résumé. Then invite SkillsUSA alumni (or industry representatives) to review the students résumés, discuss with each student individually how the résumé may be improved, and also share how the SkillsUSA framework personally helped him or her to prepare for career success. Use Be Moldable from SkillsUSA USA Ignite: Activities that Spark Student Engagement (Page 157). Emphasize the importance of professional development and learning every day to prepare for and achieve success SkillsUSA High School Membership Kit

4 Personal Skills: INTEGRITY Personal Skills: WORK ETHIC Personal Skills Definition: Doing the right thing in a reliable way Be honest Do what I say I will do Hold myself and others accountable Make choices consistent with my values Definition: Putting forth my best effort to meet expectations Engage in meaningful work to make a contribution Be productive at all times of the day Reflect and evaluate my productivity Do what it takes to get the job done Personal Skills: PROFESSIONALISM Personal Skills: RESPONSIBILITY Definition: Meeting the expectations of employers Be loyal to my peers, supervisor and myself Adhere to dress codes and other policies Be aware of the impact of my words and actions Use good judgment in the decisions I make Resolve conflicts peacefully Definition: Taking ownership of my work, my behavior and my actions Honor my commitments Complete my work and assignments on time Work efficiently and effectively without supervision Persevere in accomplishing my work

5 Personal Skills: ADAPTABILITY/FLEXIBILITY Personal Skills: SELF-MOTIVATION Personal Skills Definition: Embracing change Overcome barriers and roadblocks Understand that multiple solutions will accomplish the same goal Maintain composure during adversity Be curious to explore and experiment Definition: Exhibiting a passion for life and career Purposefully connect what I do today to my future Positively contribute to every project Seek to learn and develop new knowledge and skills Be disciplined to achieve my purpose and goals

6 Workplace Skills: COMMUNICATION Workplace Skills Workplace Skills: DECISION MAKING Definition: Sending and receiving clear messages Write and speak effectively Use appropriate body language Check for understanding when articulating complex issues Practice active listening skills Choose appropriate mode of communication Definition: Ability to choose between choices Analyze key facts, data and situations Practice resourcefulness Follow a systematic process Weigh every possible outcome Identify possible options Determine the best outcome Workplace Skills: TEAMWORK Workplace Skills: MULTICULTURAL SENSITIVITY AND AWARENESS Definition: Working with others to achieve a common outcome Work collaboratively with my peers, classmates and co-workers Honor the contributions of others Be flexible and open Honor my commitments and responsibilities to the team Respect and support my team members Definition: Respecting those who are different from yourself Learn about other cultures Value diversity Demonstrate tact in words and actions Treat everyone with respect Empower everyone equally

7 Workplace Skills: Definition: Process to be efficient and productive PLANNING, ORGANIZING AND MANAGEMENT Break down projects into tasks with timelines Know my role and responsibility Identify resources and standards for completing projects Communicate progress with teammates Anticipate and plan for possible obstacles an setbacks Workplace Skills: LEADERSHIP Definition: Igniting human potential and influence Confront issues Build trust Foster hope Express compassion Model stability Workplace Skills

8 Grounded in Academics: Definition: Effective use of technology COMPUTER AND TECHNOLOGY LITERACY Be willing to learn and integrate new technology Use work-based platforms and products efficiently Effectively employ technology to solve problems Improve information flow through technology Use technology to improve and document accountability Grounded in Academics: Definition: Unique knowledge and skills required by a job JOB-SPECIFIC SKILLS Know my job roles and responsibilities Perform my job confidently Seek ways to improve my job performance Follow personnel manual policies Perform responsibilities without direct supervision Teach others job specific tasks Open to coaching and feedback Grounded in Academics: SAFETY AND HEALTH Definition: Following workplace health, wellness and safety guidelines Follow safety procedures including wearing appropriate safety attire Maintain a clean work environment Identify potential hazards and notifies appropriate parties Use tools and equipment according to safety best practices Stay current with safety regulations and standards Grounded in Academics: SERVICE ORIENTATION Definition: Meeting the needs of internal and external customers Acknowledge customers, and be present with the interaction Stay focused and customer-oriented while at work Demonstrate respect and courtesy to customers at all times Know and implement company s service policy Handle difficult situations with tact and self-restraint Know when to involve supervisor in a customer-service situation

9 Grounded in Academics: PROFESSIONAL DEVELOPMENT Definition: Intentional learning experiences that enhance your career path Develop a career plan Assess current skill sets and determine areas for growth Use professional and personal mentors Seek professional and personal growth opportunities Find application of new learning Stay current with workplace-related resources Seek new responsibilities to gain additional skill sets